Ed. Note: Today we present a guest post from Josh Cuevas, a cognitive psychologist and assistant professor in the College of Education at the University of North Georgia. Enjoy!
Breaking the Cycle
Since early on in graduate school when I began studying cognition, I’ve followed the learning styles movement because it was such a powerful phenomenon. It took hold rapidly, seemingly overnight, at all levels of education. And, like so many fads in education and science, it created a big-money industry involving conferences, training seminars, paid speakers, how-to manuals, and a variety of other mediums, inevitably linked to a profit in some way. Yet in the peer reviewed studies I was sifting through, evidence for learning styles was nowhere to be found. And more than a decade later I’m still looking for it.
Today when I suggest to students that learning styles are no more than a myth, I can hear their collective jaws drop, regardless of whether they’re undergraduates or graduate students, because learning styles have been preached to them the entire time they’ve been in school. The graduate students concern me the most because they’re supposed to know the research. And I used the term “preached” because these students have been convinced via no more than word of mouth, are asked to accept the information based on faith, and many come to hold a strange religious-like fervor for the concept. That’s not how science works and it shouldn’t be how education works.
It has been no easy task combating this common misconception in college classrooms, particularly when it is reinforced in textbooks, by other professors (who are also supposed to know the research), and in public schools where students do their internships. The research we’re doing at the University of North Georgia on learning styles has two purposes- it allows us to collect data on the effects of learning styles and contrast it to a stronger model, dual coding, but it also lets us demonstrate, in real time, to students who will one day be teachers how what they’ve long believed to be true simply does not work when put to the test.